Jg.11/Nr.2 | Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)

Editorial

Otto Kruse, Stefanie Haacke, Ursula Doleschal, Charlotte Zwiauer

Research-based learning and research-related teaching - An empirically grounded typology of the research-teaching nexus

Julia Rueß, Christopher Gess, Wolfgang Deicke

Learning academic writing - Integrated in the subject

Stefanie Everke Buchanan, Heike Meyer

Supporting writing competences through regular feedback in higher education

Elisabeth Fischer, Martin Hänze

Researching and teaching student writing: Basic research and its translation into a writing course

Helmut Gruber, Birgit Huemer

Reflective writing at the interface between educational knowledge and practical experience

Caroline Bühler, Ursula Fiechter, Beat Reck

Linking research and writing competencies in teacher training - A best practice example

Gisela Bürki, Sandra Moroni

Awakening fun and enthusiasm for writing

Janina Tosic, Sarah Hüttenberend

Learning by writing and reviewing - Insights into a scientific writing project in a practical physics laboratory

Ines Lammertz, Heidrun Heinke

Fostering Literacy in and via Mathematics

Peter Riegler

Evidence and best practices to raise teacher awareness of using writing as a learning tool

Nadine Stahlberg, Anika Limburg

Thinking - writing - understanding German Studies: From writing-oriented introduction to curriculum

Matthias Buschmeier, Svenja Kaduk

Facilitating writing competencies with writing fellows

Stephanie Dreyfürst, Franziska Liebetanz, Anja Voigt

Subject-oriented "in-depth learning" in an online course on academic literacy

Gerd Bräuer

Authentic, competence-oriented online examinations at ETH Zurich

Tobias Halbherr, Nora Dittmann-Domenichini, Thomas Piendl, Claudia Schlienger

Differential stimulation of deep learning strategies through assessment?

Robert Kordts-Freudinger

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